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First to the air in steam: pictogram, apse and purpurine.

The goat ghost unravels her night kerchiefs from tobacco pockets-embroidered with sinews, crocheted crow shade, her breath the aftermath of the dark the dead bark, horns and hornets in her bestial braids.

Who is to guess In mutable multiverses, swans may be lilies, a lamb, she sacrificed two months of milk to buy a decent dress? áreles, a turtle, a willow, a wisp, a manifestation The hostess Candice gives her own Chanel a sly caress, rises on eight spider legs, a rocking horse, Io, a packet of pegs. soignée, inviting her éclat of guests to admire Her feather arms, here empty, in another world embrace her wisteria flowers which do not exist, nor weeping with joy a youth who plays a lyre, fingers on fire, in truth... children, in Universe One Thousand, except as a myth.

Subdy spiced with Arabian midnight tulip in sherbet, Dido, kohl delicate, lowered under Côte Demure landscapes of Lamia lashes the memory lid.

The captain there, I swear, he's in love with a saw tuning in circular to mitre songs of a wounding. Plainer, of course, though she has her appeal, lolling with Safety Pin-Up Girl '95 beside cobweb, sawdust, final letters, knives.

Improvements in health care are slow, in part because doctors and nurses lack skills in quality improvement, patient safety, and interprofessional teamwork. This article reports on the Retooling for Quality and Safety initiative of the Josiah Macy Jr. Foundation and the Institute for Healthcare Improvement, which sought to integrate improvement and patient safety into medical and nursing school curricula. In one academic year, 2009-10, the initiative supported new learning activities (87 percent of which were interprofessional, involving both medical and nursing students) in classrooms, simulation centers, and clinical care settings that involved 1,374 student encounters at six universities. The work generated insights-described in this article-into which learning goals require interprofessional education; how to create clinically based improvement learning for all students; and how to demonstrate the effects on students' behavior, organizational practice, and benefits to patients. A commonly encountered limiting factor for the programs was the lack of a critical mass of clinically based faculty members who were ready to teach about the improvement of care. What's more, the paucity of robust evaluation strategies for such programs suggests a future research agenda that deserves to be funded. [PUBLICATION ABSTRACT]